Search result: Catalogue data in Autumn Semester 2020
Educational Science for Teaching Diploma and TC  These are the general course offerings of the programmes Teaching Diploma (TD) - categories Educational Science and Compulsory Elective Courses - and Teaching Certificate (TC) - category Educational Science. | ||||||
 Compulsory Elective Courses Teaching Diploma | ||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |
|---|---|---|---|---|---|---|
| 851-0237-01L | Vocational Schools as Sites of Teaching and Learning I: Teaching Structure (University of Zürich) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 090LLB1 (ATTENTION: Students of Sport Teaching Diploma enroll in course 090LLB1S) Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule II: Förderung und Unterstützung von Lernenden" (UZH Module Code: 090LLB2) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html ("Registering for studies at more than one university, Teaching Diplom", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |
| Abstract | "The Vocational Schools as Sites of Teaching and Learning - Teaching Structure" sets out and discusses how to implement the specifications in the framework curriculum. This module is aimed at teachers in high schools awarding vocational school-leaving certificates (Berufsmatura) and all types of vocational schools. It also covers the link established with the company as a learning location. | |||||
| Learning objective | - Formulating learning objectives at different levels, and implementing and monitoring these. - Steering tuition in terms of content and method to fit in with the objectives. - Formulating examination questions and assignments on the basis of the learning objectives set out in the curriculum and the teaching given. - Selectively deploying different examination types and procedures/structuring selected learning contents logically in terms of the subject matter and learning process (from the concrete to the abstract, from the simple to the complex) and implementing these with different didactic visual aids. | |||||
| Content | In der Veranstaltung werden die Rahmen- und Schullehrpläne der Berufsmaturität (alle Richtungen) analysiert und deren Fachinhalt in Übungen und Hospitationen didaktisch umgesetzt. Der Unterricht an der Berufsmaturität wird im Hinblick auf die Herausforderung "Viel Stoff-wenig Zeit" erarbeitet. | |||||
| Lecture notes | Von den Dozierenden. | |||||
| Literature | Unterrichten an Berufsfachschulen: Berufsmaturität. hep Verlag Bern M. Lehner (2006): Viel Stoff - wenig Zeit. Haupt G. Steiner (2207): Der Kick zum effizienten Lernen. hep Verlag Rahmen- und Schullehrpläne der Berufsmaturität | |||||
| Prerequisites / Notice | Die Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert. | |||||
| 851-0237-02L | Vocational Schools as Sites of Teaching and Learning II: Providing Encouragement & Support (UZH) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 090LLB2 Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule I: Unterrichtsgestaltung" (UZH Module Code: 090LLB1) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html ("Registering for studies at more than one university, Teaching Diploma", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |
| Abstract | The module "vocational schools as sites of teaching and learning: providing encouragement and support for apprentices" aims to provide teachers at VET and professional baccalaureate institutions with ways of dealing with learners’ problems, particularly in connection with their being fed up with school, with job-seeking, school-to-work transition, or continuing education. | |||||
| Learning objective | - To be able to perceive the special situation of the vocational learners in their double burden of occupation and school and to take it into account pedagogically. - Know the transfer topic with regard to performance motivation. Be able to deal with conflicts, disorders and generally difficult situations in BM lessons in a solution-oriented way. - Know the forms of company learning and make them usable for teaching. - Diagnose crisis developments and take supportive measures. - Know the essential aspects of a support-oriented teaching management. - Finding role security as a teacher and defining its limits. - Gain insights into the concrete training situation of vocational learners. | |||||
| Content | - Positionierung des Berufsfachschulunterrichts innerhalb des dualen (trialen) Systems. - Berufsmaturität: Entwicklung von Kernkompetenzen für die Wirtschaft? - "Verakademisierung" der Berufsbildung? - Lernenden-Porträt: Die Umwelten des Berufslernenden - Entwicklungschancen und Problembereiche im Zusammenhang mit der Ausbildungssituation. - Sozialisations- und Lernprozesse im beruflichen Umfeld / Führungsverständnis im Umgang mit Jugendlichen an Berufsfachschulen. - Konfliktmanagement I: Wahrnehmungsinstrumente und Interventionsstrategien, Konfliktprävention und niederschwelliges Konfliktmanagement. - Konfliktmanagement II: Der ressourcenorientierte Ansatz im Umgang mit Störungen. - Das lösungsorientierte Konfliktgespräch in schulischen Kontext / Beratung und Coaching: Beratungssituationen im Kontext des Unterrichtsalltags. - Rollenverständnis und Rollengrenzen. - Berufslernendengerechtes Unterrichtsmanagement. - Mobbing in der Schule. - Konzepte und Praxis der betrieblichen Betreuung und Förderung. - Jugendkriminalität und Jugendgewalt. - Jugendkrisen und Krisenintervention. | |||||
| Lecture notes | Handouts vom Dozenten und Sammlung von Arbeitsmaterialien auf dem BSCW-Server. | |||||
| Literature | Schäfer Ch. (2006). Wege zur Lösung von Unterrichtsstörungen. Baltmannsweiler. Schneider. Hasselhorn, M. (2006). Pädagogische Psychologie. Stuttgart. Kohlhammer. Fend. H. (2008). Schule gestalten. Wiesbaden. VS Verlag. Meyer R. (2009) Soft Skills fördern. Bern. hep. Flammer, A. (2002). Entwicklungspsychologie der Adoleszenz. Bern. Huber. Rebmann K. (2008) Betriebliches Lernen. München. Reiner Hampp. Mietzel G. (2007). Pädagogische Psychologie des Lehrens und Lernens. Göttingen. Hogrefe. Dubs R. (2009) Lehrerverhalten. Zürich. Verlag SKV. | |||||
| Prerequisites / Notice | Die Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert. | |||||
| 851-0240-16L | Colloquium on the Science of Learning and Instruction | W | 1 credit | 1K | E. Stern, P. Greutmann, further lecturers | |
| Abstract | In the colloquium we discuss scientific projects concerning the teaching in mathematics, computer science, natural sciences and technology (STEM). The colloquium is conducted by the professorships participating in the Competence Center EducETH (ETH) and in the Institute for Educational Sciences (UZH). | |||||
| Learning objective | Participants are exemplarily introduced to different research methods used in research on learning and instruction and learn to weigh advantages and disadvantages of these approaches. | |||||
| 851-0242-06L | Cognitively Activating Instructions in MINT Subjects  Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | 2S | R. Schumacher | |
| Abstract | This seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance. | |||||
| Learning objective | - Get to know cognitively activating instructions in MINT subjects - Get information about recent literature on learning and instruction | |||||
| Prerequisites / Notice | Für eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht. | |||||
| 851-0242-07L | Human Intelligence Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). Number of participants limited to 30. This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 1S | E. Stern | |
| Abstract | The focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups (5 - 10 students) will be discussed. | |||||
| Learning objective | - Understanding of research methods used in the empirical human sciences - Getting to know intelligence tests - Understanding findings relevant for education | |||||
| 851-0242-08L | Research Methods in Educational Science Number of participants limited to 30 This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 2S | P. Edelsbrunner, T. Braas, C. M. Thurn | |
| Abstract | Literature from the learning sciences is critically discussed with a focus on research methods. At the first meeting, working groups will be assembled and meetings with those will be set up. In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work. | |||||
| Learning objective | - Understand research methods used in the empirical educational sciences - Understand and critically examine information from scientific journals and media - Understand pedagogically relevant findings from the empirical educational sciences | |||||
| 851-0242-11L | Gender Issues In Education and STEM Does not take place this semester. Number of participants limited to 20. Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). Prerequisite: students should be taking the course 851-0240-00L Human Learning (EW1) in parallel, or to have successfully completed it. | W | 2 credits | 2S | ||
| Abstract | In this seminar, we will introduce some of the major gender-related issues in the context of education and science learning, such as the under-representation of girls and women in science, technology, engineering and mathematics (STEM). Common perspectives, controversies and empirical evidence will be discussed. | |||||
| Learning objective | - To familiarize students with gender issues in the educational and STEM context and with controversies regarding these issues - To develop a critical view on existing perspectives. - To integrate this knowledge with teacher's work. | |||||
| Content | Why do fewer women than men specialize in STEM (science, technology, engineering and mathematics)? Are girls better in language and boys better in math? These and other questions about gender differences relevant to education and STEM learning have been occupying researchers for decades. In this seminar, students will learn about major gender issues in the educational context and the different perspectives for understanding them. Students will read and critically discuss selected papers in the field, and their implications for the classroom context. In a final project, students will integrate and elaborate on the topics learned in the seminar and will present their work in class. | |||||
| Prerequisites / Notice | Prerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1). | |||||
| 851-0240-27L | Supervising and Assessing Matura Theses Number of participants limited to 20. Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". | W | 1 credit | 1V | J. Maue | |
| Abstract | This course prepares prospective teachers to supervising and assessing scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at Gymnasium. | |||||
| Learning objective | 1. Assessing the adequacy of Matura thesis topics and defining the scope of a project. 2. Determining and promoting a successful work process. 3. Devising and applying criteria for assessing process, product and presentation of a Matura thesis. | |||||
| Prerequisites / Notice | Focus on STEM subjects (biology, chemistry, computer science, mathematics, and physics) with no explicit discussion of geography or physical education. | |||||
| 851-0252-12L | The Science of Learning From Failure Number of participants limited to 60. | W | 2 credits | 2S | M. Kapur, D. Trninic, E. Ziegler | |
| Abstract | We can learn from failure. But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects thinking, knowledge, creativity, problem-solving, and motivation. | |||||
| Learning objective | Students will: - Critically read and analyze articles on research that addresses failure in learning - Participate in in-class problem-solving activities around research in failure - Discuss and reflect upon topics in both online and face-to-face formats - Engage in activities through the online platform - Complete a final paper on a subtopic related to failure in learning By the end of the course, students should be able to: - Demonstrate a critical understanding of the role that failure plays in learning - Discuss how and why failure can benefit learning - Discuss how and why failure does not facilitate learning - Apply understanding to a related sub-topic | |||||
| Content | We learn from our mistakes, or rather, we hope that we do. Another way to say this is that we can learn from failure. But, what does “failure” mean? What, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects development of knowledge, creativity, problem-solving, and general thinking and learning. More specifically, they will have the opportunity to question and evaluate the potential relationships between the facets around failure within individual, interactional, cultural, societal, and global contexts through seminal readings and problem-solving activities. Students from any discipline are welcome to this course to learn more about how failure can be harnessed to improve our knowledge, capabilities, innovations, teamwork, and contribute to the larger global world. | |||||
| Prerequisites / Notice | This seminar is an interactive course, thus attendance and classroom participation are required. Processing of online tasks is a requirement for obtaining credit points. The course is held as 2 separate courses with each a maximum of 30 students: one course in German and one course in English. | |||||
| 860-0023-00L | International Environmental Politics Particularly suitable for students of D-ITET, D-USYS | W | 3 credits | 2V | T. Bernauer | |
| Abstract | This course focuses on the conditions under which cooperation in international environmental politics emerges and the conditions under which such cooperation and the respective public policies are effective and/or efficient. | |||||
| Learning objective | The objectives of this course are to (1) gain an overview of relevant questions in the area of international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions concerning this policy area and how to answer them in a methodologically sophisticated way; (3) gain an overview of important global and regional environmental problems and how they could be solved. | |||||
| Content | This course deals with how and why international cooperation in environmental politics emerges, and under what circumstances such cooperation is effective and efficient. Based on theories of international political economy and theories of government regulation various examples of international environmental politics are discussed: the management of international water resources, political responses to global warming, the protection of the stratospheric ozone layer, the reduction of long-range transboundary air pollution in Europe, protection of biodiversity, how to deal with plastic waste, the prevention of pollution of the oceans, etc. The course is open to all ETH students. Participation does not require previous coursework in the social sciences. After passing an end-of-semester test (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. *** DUE TO COVID-RELATED ETH RESTRICTIONS, THIS COURSE WILL BE TOUGHT FULLY ONLINE VIA ZOOM. REGISTERED STUDENTS WILL RECEIVE THE ACCESS INFORMATION A FEW DAYS BEFORE THE COURSE BEGINS. | |||||
| Lecture notes | Assigned reading materials and slides will be available via Moodle. In view of COVID-19 related restrictions this course will take place fully online. For each unit of the course there will be three components: 1. A pre-recorded lecture by Prof. Bernauer, available via Moodle 2. Reading assignments, available via Moodle 3. Online meetings (via Zoom) at regular intervals (Mondays, 17:15 – 18:15) where we discuss your questions concerning the lecture and the reading assignments. The pre-recorded lectures will be available a few days ahead of the online meetings (ca. Thursday for the online meeting on the following Monday). You must watch the lecture and complete the reading assignment for the respective unit ahead of the online meeting on the following Monday. This online meeting will NOT be recorded in order to protect the privacy of the participating students and the professor and allow for open and frank discussion. REGISTERED STUDENTS WILL RECEIVE THE ACCESS INFORMATION A FEW DAYS BEFORE THE COURSE BEGINS. | |||||
| Literature | In view of COVID-19 related restrictions this course will take place fully online. For each unit of the course there will be three components: 1. A pre-recorded lecture by Prof. Bernauer, available via Moodle 2. Reading assignments, available via Moodle 3. Online meetings (via Zoom) at regular intervals (Mondays, 17:15 – 18:15) where we discuss your questions concerning the lecture and the reading assignments. The pre-recorded lectures will be available a few days ahead of the online meetings (ca. Thursday for the online meeting on the following Monday). You must watch the lecture and complete the reading assignment for the respective unit ahead of the online meeting on the following Monday. This online meeting will NOT be recorded in order to protect the privacy of the participating students and the professor and allow for open and frank discussion. | |||||
| Prerequisites / Notice | None In view of COVID-19 related restrictions this course will take place fully online. For each unit of the course there will be three components: 1. A pre-recorded lecture by Prof. Bernauer, available via Moodle 2. Reading assignments, available via Moodle 3. Online meetings (via Zoom) at regular intervals (Mondays, 17:15 – 18:15) where we discuss your questions concerning the lecture and the reading assignments. The pre-recorded lectures will be available a few days ahead of the online meetings (ca. Thursday for the online meeting on the following Monday). You must watch the lecture and complete the reading assignment for the respective unit ahead of the online meeting on the following Monday. This online meeting will NOT be recorded in order to protect the privacy of the participating students and the professor and allow for open and frank discussion. | |||||
| 851-0200-00L | German as a Foreign Language (Language Course) This course requires approval of the Fachdidaktiker(in) and the study coordinator of the Teacher Training. Enrollments only through the study coordination of the Teacher Training. | W | 2 credits | external organisers | ||
| Abstract | Language course in German as a foreign language (Language Center of UZH and ETH Zurich) | |||||
| Learning objective | Using German language (written and spoken) in a clear and effective way for teaching at secondary schools | |||||
| Content | Im Bereich Wahlpflicht können unter bestimmten Umständen Sprachkurse in Deutsch als Fremdsprache aus dem Angebot des Sprachenzentrum der UZH und der ETH Zürich belegt werden. Zu den Mindestvoraussetzungen gehören (Liste nicht abschliessend): Muttersprache nicht deutsch, Kursniveau weit fortgeschritten, Kursfokus mit Bezug zum Unterrichten, Kursumfang mind. 2 ECTS-Punkte. | |||||
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